Choice is no guarantee of quality
“…a remark by a DeVos spokesperson last week — ‘the ultimate accountability for schools is whether or not parents choose to send their children there’ — should be seen as an attack on the idea that school quality matters. It’s fake accountability.”
This is an important point to bear in mind. There are some choice advocates who argue that rich parents already have choice and no one critiques or limits their choices, so why shouldn’t poor parents be able to make their own choices, misinformed or no?
While there’s rhetorical attraction to that proposition, it’s also a circular argument, since the primary reason choice advocates call for choice in the first place is because parents with only poor performing schools located near them should have access and options for higher quality schools.
Other than the hard-line free-marketeers, few choice advocates would argue for unfettered choice without adequate oversight. How about we have more arguments about the oversight itself, rather than choice as some mystical holy grail?
Should vouchers be equated with segregation? It’s complicated.
Matt Barnum brings in the nuance. Like many things in ed world, we need to avoid painting vouchers with a broad partisan brush (saying this as much to myself as to you).
And a lot of how vouchers or education savings accounts are perceived has to do with how they are framed.
“Advocates for school choice often point to the support of black and Hispanic voters. An Education Next poll found that nearly 64 percent of African-Americans and 62 percent of Hispanics — compared to 50 percent of white respondents — would back a tax credit program to fund private school tuition.
But support for private school choice programs tends to drop substantially when the word “voucher” is introduced or the use of public dollars is emphasized.”
Scholarly nuance on charters vs. districts
“Despite some important differences, the teaching climates of charter and public schools do not match the enthusiastic expectations of proponents or the worst fears of critics.”
Speaking of scholarly nuance on charters vs. districts, check out these two longreads to broaden your nuanced perspective on charters and districts:
The Secret History of School Choice: How Progressives Got There First, James Forman in Yale Law School Legal Scholarship Repository (H/T Matt Barnum)
The Structure of Educational Revolutions, Andy Smarick in National Affairs
Charters should be able to hire uncertified teachers
Given that most ed programs haven’t exactly demonstrated a concern about outcomes and actually preparing their teachers for real classrooms, seems to me that it would make sense to allow charter schools in NY to hire uncertified teachers and train them as they see fit. Hold them accountable for the results.
And let’s be honest–the most successful charters have tightly managed structures that pair assessment, curriculum, and professional learning that could probably better prepare teachers — or send them on their way if they don’t perform.
How Teachers Are Taught, Monica Disare in The Atlantic
The difference a father can make
“My parents didn’t think I was less than my brothers because I’m a girl. My father Ziauddin says, ‘Don’t ask me what I did. Ask me what I did not do. I did not clip her wings.’ ”
Teen herd behavior channels the opioid epidemic into schools
“The 16-year-old, a student at a specialized and highly competitive public high school, says drug use runs rampant at her school.
‘I was drinking and smoking (pot) because it was accepted,’ said the teen-age girl, who asked to remain anonymous to prevent bullying at her school.”
During finals and midterm exams, she said, students pop prescription stimulants such as Adderall, Vyvanse and Ritalin to aid their studies.
‘It’s crazy,’ she said. ‘Even the kids who never use drugs want to enhance their brains, so they’re taking these drugs.’
The girl’s mother thinks the school didn’t do enough to help her daughter.
‘I still don’t understand why the school had no control over what kids are doing besides academics,’ she said tearfully.’
‘Teenagers are very hormonal and go through a lot of changes,’ [the student} explained. ‘Those emotions have nowhere to go. It’s the only way that they can get a grip on themselves and their feelings.’ ”